It's+All+In+the+Planning

// I have been successful at planning focused, standards based lessons building upon prior knowledge and experiences, using visuals for ELL students and accommodating for students with IEP’s. I have integrated technology, using content knowledge, appropriate materials and varied assessments for subjects. // |||| ** Challenges 5.1,5.2,6.1,6.3: ** // Keeping the schedules outlined by pacing guides are difficult due to the amount of extra support needed for my students to build prerequisite skills to acquire the understanding to learn concepts indicated. Also, as a new teacher I am learning many things as well, so it is difficult design long-term plans that are comprehensive and cohesive across content. // || ** Area for Growth: ** // I would like to gain greater facility in planning lessons and continue to grow in my use of tapping into student’s prior knowledge, including their preferred strategies and prior successes, to propel them even more success. // ||
 * ** Dimension of Effective Teaching: ** //Standard 1: Curriculum Planning and Assessment// ||
 * ** Description: ** //The Curriculum Planning and Assessment Standard promotes learning and growth of all students through expectations that teachers plan focused, standards based lessons that build upon prior knowledge and experiences, considering and adjusting for students’ ELL levels and individualized education plans. Teachers also are expected to facilitate student understanding by integrating technology, and current and accurate content knowledge into lessons by using scope and sequence pacing guides, appropriate instructional materials and both formative, summative, and teacher-embedded assessments for the subjects taught. Lastly, the teachers ensure that student work is organized and maintains detailed records to track students’ progress and inform instruction.// ||
 * ** Successes 5.1,5.2,6.1,6.3: **
 * ** Artifacts: ** Select evidence from each week that demonstrates your new learning. What am I most proud to highlight about my work?

// This week, as I helped my students prepare for the mid-term math assessment; I was very intentional about helping students learn to use the strategies that they were most familiar with and comfortable with to promote additional learning. By identifying the particular areas that students were making errors within a particular strategy type for multiplying two numbers with two digits, and providing a method to keep track and prevent these same errors, students who had previously been making consistent computational errors became successful at avoiding these mistakes and completing problems correctly. // |||| ** Resources: ** List web-based resources from the sessions that supported your growth.

Tomlinson, C. A., (2000). How to differentiate instruction: Reconcilable differences? Standards-based teaching and differentiation. //Educational Leadership, 58//(1), 6-11. ||
 * ** Reflection: ** Why do the selected artifacts constitute evidence of achieving growth in the DOET? Why did I choose these pieces? What does this work show about my learning?

// This artifact shows that I am growing in my ability to extend students’ prior knowledge to help them achieve success. By meeting students at their own individual level of understanding, integrating my knowledge of the content to promote a fuller understanding of a strategy, students were able to attain a much higher level of confidence and accuracy in multiplication computation. // ||
 * ** Future Learning Goals: ** What more can I learn that will support growth in this Dimension?

// I would like to learn ways to consolidate lesson planning in all areas, so that I can be more effective in creating long term, cohesive lesson plans. // ||